Pedagogical proposal for the development of STEAM and sustainability competences in pre-school children

Abstract

Introduction: Recent research in the field of child development has highlighted the importance of early educational experiences and how they can influence children's brain development. These experiences should meet children's needs, taking advantage of the capacity and plasticity of their brains during the early childhood education stage, being varied, rich and awakening their individual interests. The objective was to analyse the impact of a didactic proposal that brings together inquiry-based learning, outdoor education and the 5E model for the development of STEAM skills and sustainability skills during this stage. Methodology: using a mixed research methodology, data were collected on children's learning in a convenience sample and on their teachers' opinions about this type of teaching practice. Results: the results of this intervention revealed significant progress in the development of STEAM and sustainability skills, as well as agreement among teachers on the value of this approach to promote holistic learning. Discussion: the activities implemented offered a journey through the affective, cognitive and metacognitive dimensions, providing essential tools for self-regulation and autonomous management of future learning. Conclusions: it can be affirmed that the inclusion of these interdisciplinary work strategies and in diverse environments have represented successful teaching practices in this context.